Sandra T. Valadas is an associate professor at the University of Algarve and coordinator of the Research Centre in Adult Education and Community Intervention (CEAD/UAlg). She has several experience in management. In her professional activities she interacted with several collaborator(s) in scientific activities. Her current research interests are adult education, transitions to the labour market, employability of traditional and non-traditional students, transitions to retirement, education and learning of adults. She has been also member of the committee responsible for the evaluation of Projects and PhD in Educational Sciences (Fundação para a Ciência e Tecnologia - FCT).
CEAD's mission is to promote and carry out research activities on Adult Education and Community Intervention, build and disseminate scientific knowledge with social utility, and support planning and decision-making processes in the field. We believe that education takes place in all spaces and throughout the life cycle. We also believe that adult education can make a significant contribution to the dynamics of social change and improve the quality of life of adults, an adult being any individual from the end of adolescence to the last stages of life. Partnerships with third-sector organisations and local entities are also included in our main strategy.
CEAD investigators participate in WP 5, particularly in task 5.3.
Vieira, C. C. & Ostrouch-Kamińska, J. (2025). Challenges of Contemporary Times for Future Gender Sensitive Adult Education Research. In C. C. Vieira, C. C. & J. Ostrouch-Kamińska (Eds.), Gender and Adult Education Research in the Face of Social and Cultural Changes. (New) Challenges of Contemporary Times (pp. 204-211). Brill/Sense Publishers.
Sippola, M., Valadas, S. T., Paulos, L., & Leal, C. (2025). Resisting or complyingwith neoliberal subjectification? Finnish and Portuguese non-traditional graduates and their educational ethoses. British Journal of Sociology ofEducation, 1-17. https://doi.org/10.1080/01425692.2025.2609181
Fragoso, A. (2025). The challenges of ageism and learning research. EducationalGerontology, 51(12), 1249–1255. https://doi.org/10.1080/03601277.2025.2593716
Paulos, L., Merrill, B., Valadas, S.T., Galimberti, A., & Fragoso, A. (Eds.) (2024). Adult education in times of crisis and change: perspectives on access, learning careers and identities. Universidade do Algarve editora. https://doi.org/10.34623/w45h-kg09. ISBN: 978-989-9127-84-5.
Fragoso A., Valadas S.T., & Paulos, L. (2023). Social Disadvantages and Intergenerational Solidarity Views From Older Adults: A Qualitative Study. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60. https://doi.org/10.1177/00469580221144621
Vieira, C. C. (Ed.) (2022). Themes, Contexts and Challenges of Qualitative Research in Education. Imprensa da Universidade de Coimbra. http://monographs.uc.pt/iuc/catalog/book/325